Literaturnachweis - Detailanzeige
| Autor/inn/en | Edwards, Lawanda; Thornton, Parichart; Holiday-Driver, Necoal |
|---|---|
| Titel | Left Behind but Not Forgotten: School Counselors' Ability to Help Improve Reading Achievement |
| Quelle | In: Alabama Counseling Association Journal, 35 (2010) 2, S.35-39 (5 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1546-2781 |
| Schlagwörter | African American Students; Reading Achievement; School Counseling; School Counselors; Accountability; White Students; Counselor Role; Achievement Gap; Reading Improvement; Educational Strategies; Change Strategies; Educational Improvement; Alabama |
| Abstract | Examined is an outlook of the achievement gap among African-American and White students in school settings. Statistics and other pertinent information are evaluated to demonstrate how this is a growing problem in schools. An exploration of how school counselors can meet the demands and recognize the effects the achievement gap has on African-American students and interventions that should be put into place to help with this rising problem are essential in helping to close the achievement gap crisis, as a result of this movement there have been numerous accomplishments; nevertheless major challenges continue to linger. School improvement has been a main concern for presidents, governors, and other state policymakers for the past twenty years. As a result of this movement there have been numerous accomplishments, nevertheless major challenges continue to linger. One such challenge is the reading achievement gap between African American students and their European American counterparts (National Center for Education Statistics, 2007). This article provides a definition of the achievement gap, instructional efforts classroom teachers can utilize to help close the achievement gap, and shows how school guidance counselors can help African American students increase reading performance, thus helping to close the achievement gap. Accountability and improving student achievement has also been a main focus of the school counseling profession. There has been a shift in the way that school counselor accountability is being measured. In the past, school counselor accountability was measured by answering the question, "What do counselors do?" Now school counselor accountability is measured by answering the questions, "How are students different as a result of what school counselors do?" This shift is mainly due to the passing of the No Child Left Behind Act (U.S. Department of Education, 2001). (As Provided). |
| Anmerkungen | Alabama Counseling Association. 217 Daryle Street, Livingston, AL 35470. Tel: 888-655-5460; Tel: 205-652-1712; Fax: 205-652-1576; e-mail: alca@alabamacounseling.org; Web site: http://www.alabamacounseling.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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